TEORIA CRÍTICA PARA O INCONFORMISMO: O DOCUMENTO COMO CAMPO

Abstract

This text is part of the research program titled "Critical Theory for Nonconformity: Formative Contexts of Early Childhood Education Centers in the City of Três Lagoas-MS," funded by the National Council for Scientific and Technological Development (CNPq) (Universal Call 2021). At this stage, we focus our reflections on the implementation of public policies in education: Law No. 10.639/03 and the fight against racism as part of the results. The research is qualitative in nature and employs document analysis procedures, grounded in the fields of law and education. Therefore, it examines the implementation of Laws No. 10.639/03 and No. 11.645/08 as public policies aimed at combating racism in basic education. This specific objective directly aligns with the general objective, which is to explicate, understand, and analyze the socialization of childhoods impacted by ethnic and "racial" tensions in the formative contexts of early childhood education centers in the city of Três Lagoas (MS). We start from the premise of questioning the supposed effectiveness of the laws enacted to make the teaching of Afro-descendant and Indigenous cultures mandatory in public and private basic education institutions in Brazil, asserting that these laws were created to combat racial discrimination and promote knowledge and appreciation of African and Indigenous history and culture. However, we highlight the formative limitations in implementing these laws due to a deficit in both subjective infrastructure (teachers) and objective infrastructure, particularly the availability of appropriate educational materials (textbooks).